Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

Resilience as a moderator of the relationship between stress and different symptom dimensions of depression in adolescents with a history of childhood maltreatment: A multi-wave longitudinal study

BACKGROUND

Although childhood maltreatment is a key risk factor for the development of psychopathology including depression in later life, not all children who have been maltreated subsequently become depressed.

OBJECTIVE

The study aimed to examine the potentially moderating influence of resilience on the relationship between daily stress and different symptom dimensions of depression in adolescents with a history of childhood maltreatment.

PARTICIPANTS AND SETTING

A sample of students (n = 999) aged 12-16 years from middle schools with a history of childhood maltreatment participated in this study.

METHODS

A multi-wave longitudinal study was conducted over 12 months. At baseline, adolescent participants completed standardized self-report measures of resilience, depression, and daily stress. The measures of depression and stress were re-administered every three months for the subsequent 12 months. Multi-level modeling was undertaken to analyze the data.

RESULTS

In adolescents with a history of childhood maltreatment, lower resilience scores were associated with greater increases in depressed affect, absence of positive affect and somatic symptom, but not the interpersonal concerns symptom dimensions of depression following daily stress. Resilience is therefore as one explanation for the discrepant findings regarding the relationship between stress and different symptom dimensions of depression, especially with regard to the stress-related depressive dimensions.

CONCLUSION

Resilience appears to moderate the relationship between daily stress and depression and protect against developing depression in children who have been maltreated. Findings provide potential explanation for the effectiveness of resilience-related therapy in treating depressive symptoms.

Trajectories and determinants of acute stress disorder during the COVID-19 centralized quarantine: A latent class growth analysis

COVID-19 centralized quarantine may cause acute stress disorder (ASD). However, it is unknown how individuals present heterogeneous ASD trajectories during the COVID-19 centralized quarantine and what factors contribute to these patterns. This study aimed to identify the ASD trajectories and their determinants during the centralized quarantine period, and the mediating effects of resilience on these associations. A longitudinal survey with three waves was conducted in a randomly selected quarantine hotel in Shenzhen, China from October to November 2020. A total of 273 participants completed online measures assessing ASD symptoms, Eysenck's personality constructs of extraversion (E), neuroticism (N), psychoticism (P), and resilience on Day 1, and reported ASD symptoms on Days 7 and 14 during their 14-day centralized quarantine periods. Latent class growth analysis identified three trajectories: constantly high symptoms (CHS, 4.76%), decreasing symptoms (DS, 11.72%), and constantly low symptoms (CLS, 83.52%). The CHS and DS subgroups both reported lower E and higher N scores, but not P, compared with the CLS subgroup. Resilience mediated the effects of three personality constructs on ASD trajectories, except for the association between N and DS membership. Our study highlights the heterogeneity in stress responses to the COVID-19 centralized quarantine. The high-risk subgroup with persistent ASD symptoms was characterized by lower E and higher N. The resilience process accounted for the effects of personality in shaping distinct ASD trajectories. Our findings have implications to detect the populations vulnerable to ASD and provide insights for developing timely resilience enhancement intervention programs.

Influence of students' personality on their leisure behaviour choices and moderating effects on their academic efficacy: An exploratory study

Studying can be very stressful leading to a decreased academic efficacy. In this exploratory longitudinal study, we analysed a wide range of students' leisure activities and their effects on students' academic efficacy. Further, we identified the personality types of students who choose specific leisure activities as a strategy to stress reduction and determined how the use of leisure behaviours affects academic performance among students with different personality types. Students were asked about their personality (Neo-FFI), leisure time behaviour (self-generated items), and academic efficacy (MBI-SS) at three measurement points. Multivariate regression analyses were applied to estimate the moderation effects. In total, 331 students were included in the study. Social activities were found to have a direct effect on academic efficacy. The students' personality moderated the effects of leisure behaviour on efficacy, suggesting a negative effect on academic efficacy for some personality traits. Since our results suggest that the effectiveness of stress management through the use of leisure behaviour depends on the students' personality, universities offering stress management services should pay attention to precise targeting to attract the specific students who might benefit the most from the offered services.

A Path Analysis Model of Self- vs. Educational-Context- Regulation as Combined Predictors of Well-Being in Spanish College Students

Previous literature has established the importance of personal and contextual factors in college students' trajectories. Following the Self- vs. External-Regulation Behavior Theory (2021) and the 3P Biggs Model, the present study aimed at analyzing a structural linear model that validates the joint effect of self-regulation, educational context, age, and gender (as personal and contextual presage variables) with other meta-abilities, such as coping strategies, resilience, and positivity (process variables), and specific well-being outcomes, such as flourishing and health (product variables). A sample of 1310 Spanish college students was analyzed, aged 17 to 25, and a cross-sectional study with an ex post facto design was performed. Association and structural equation modeling (SEM) was performed using SPSS software (v.26) and AMOS (v.23). Results show that individual and contextual factors have an important role in the acquisition of psychological competencies in young adults. Self-regulation was proven to be an important meta-ability that predicts personal well-being and behavioral health outcomes. Complementarily, educational context was shown to be an external predictor of other skills, such as problem-focused strategies, and positive outcomes such as flourishing and behavioral health. Practical implications and limitations are discussed.

Impact of academic stress by parent-proxy on parents' learning-support-services: a moderated-mediation model of health anxiety by parents' educational level

Purpose

This study focused on parents' health anxiety by proxy about their children when they started learning online during the COVID-19 pandemic, to explore the impact of academic stress by parent-proxy on parents' learning support services with the mediating role of health anxiety by parent-proxy and the moderating role of parental educational level.

Design/methodology/approach

In total, 8,940 primary school students' parents participated in the study. Bootstrapping was performed to test the constructed model.

Findings

(1) Academic stress by parent-proxy positively predicted health anxiety by parent-proxy. (2) Health anxiety by parent-proxy significantly positively predicted learning support services. (3) Academic stress by parent-proxy also significantly positively predicted learning support services. (4) Academic stress by parent-proxy positively predicted parents' learning support services through the mediating effect of health anxiety by parent-proxy. (5) Parental educational level moderated the relationship between academic stress by parent-proxy, health anxiety by parent-proxy, and learning support services. Academics and parents will benefit from the conclusions of this study in both theory and practice.

Originality/value

During the COVID-19 pandemic, offline learning has been replaced with online learning, which has brought with it many physical and mental health problems, including additional academic stress. Most studies on learning support services have focused on offline learning. However, this study explored the relationships between academic stress by parent-proxy, health anxiety by parent-proxy, learning support services, and parental educational level in the context of online learning. Results show that it is necessary to pay attention to academic stress and health to provide children with appropriate learning support services.

Falsification of the Sexual Experiences Questionnaire: No Evidence of Systemic Sexual Harassment in Academic STEM

Herein, the socio-psychological narrative of sexual harassment (SH) is critically evaluated. The notion of systemic SH in university departments of science, technology, engineering, and mathematics (STEM) is contradicted by the overwhelming (>90%) career satisfaction among female STEM academics. The Sexual Experiences Questionnaire (SEQ), central to the study of SH, inheres the nominalistic fallacy. SEQ usage deploys subjectivist methodologies, categorical ambiguity, the post hoc ergo propter hoc fallacy, and treats respondents as cyphers. Intercorrelation of SEQ factors reduces response statistics by 42%, while phase-space vector geometry indicates the SEQ does not measure SH. Personality analysis implies that serial abusers dominate the incidence of SH. The widespread notion that 20–25% of female college students suffer violent sexual assault rests on a misreading of published work. The 2016 Campus Climate Survey permits an upper limit estimate that 3.2% of female college students suffer rape at the hands of 4.3% of male student perpetrators, largely accompanied by drugs or alcohol. The 2018 National Academy (NAS) Report on sexual harassment in STEM exhibits negligent scholarship and carelessly generalizing statistics and may itself promote violation of the EEOC legal definition of SH. Despite instances of grievous sex-based abuse, there is no evidence that female STEM academics face systemic sexual harassment. Finally, evolutionary psychology and the social significance of personality provide a scientific understanding of SH.

Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts

The aim of this paper is to demonstrate how Bandura's Social Cognitive Theory (1986) influenced the development of several complementary models of the construct of Self-Regulation. Building on the foundation of Self-Determination Theory, SDT (2000), and Zimmerman's Self-Regulation Theory, SR (2001), with their assumptions, contributions, goddesses, and limitations, we come to the Self- vs. External Regulatory Theory, SR-ER (2021). Finally, we integrate recent evidence demonstrating the explanatory adequacy of the SR vs. ER model for different psychological constructions in different settings related to education, health, clinical practice and social work. Complementary, a new theoretical and empirical research agenda is presented, to continue testing the adequacy of SR vs. ER assumptions, and to better understand the behavioral variability of the different constructs studied.

The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students

The aim of this research was to delimit the predictive and mediational model of resilience between character strengths to predict flourishing, in a sample of undergraduate students. After signing their informed consent, 642 university students completed three validated scales (i.e., character strengths, resilience, and flourishing). Using an ex post facto design, regression, structural modeling, and mediation analyses were carried out, in order to construct a multi-causal predictive model. Results indicated a consistent predictive direct effect of character strengths on resilience and flourishing and of resilience on flourishing. As hypothesized, resilience also showed a mediating effect on the relationship between character strengths and flourishing. Additionally, results also revealed that the reactive and proactive factors of resilience were explained by different character strengths (e.g., emotional strength/cognitive, interpersonal strengths), reinforcing the idea that the two directions are complementary and necessary. Finally, several implications were established for the practice of positive psychology.

Students' Entire Deep Learning Personality Model and Perceived Teachers' Emotional Support

In recent years, deep learning as the requirement of higher education for students has attracted the attention of many scholars, and previous studies focused on defining deep learning as the deep processing of knowledge of the brain, however, in the process of knowledge processing, the brain not only involves the deep processing of information but also participates in learning consciously and emotionally. Therefore, this research proposed a four-factor model hypothesis for deep learning that includes deep learning investment, deep cognitive-emotional experience, deep information processing, and deep learning meta-cognitive. In addition, the research proposed teachers’ emotional support perceived by students has an effect on the four factors of deep learning. Through SPSS 26 and AMOS 24, this research has verified the four-factor model of deep learning applying exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and verified that the perceived teacher emotional support has an impact on the four factors of students’ deep learning using the SEM.

A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency

The aim of this research was to empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress. A synthesis of models-the presage-process-product model; the studying, learning and performing under stress competency model; and self- vs. external-regulatory theory-underlies the investigation and is important for assessment and guidance in stress situations within the university context. Over the course of an academic year, a sample of 564 Spanish university students voluntarily completed validated questionnaires, in an online format, on several psychological variables connected to academic stress. Correlational analysis and the path analysis model, within an ex post facto design, were used to build empirical models of the presage-process-product factors that constitute protection or risk factors in academic stress. Two statistically acceptable models appeared: one with protection factors and another with risk factors in predicting and preventing academic stress at a university. These results support the need for psychology units at university that have a preventive, health and education focus, going beyond the merely clinical. Focus on an individual is insufficient, given that there are also contextual factors that predispose academic stress. Discussion, conclusions, and implications for assessment and intervention in academic stress in university students and teachers, within the present COVID-19 crisis, are offered.